Book reviews

The Psychological Attitude of Early Buddhist Philosophy. Lama Anagarika Govinda, 1991, Delhi, Motilal Banarsidass, Rs 125

The Law of Karma: a philosophical study. Bruce R. Reichenbach, 1990, Honolulu, University of Hawaii Press, pp. xiv + 238, $38.00

Religious Philosophy of Tagore and Radhakrishnan. Harendra Prasad Sinha, 1993, Delhi, Motilal Banarsidass Publishers 188 pp., Rs. 150

Scripture, Canon and Commentary: a comparison of Confucian and Western exegesis. John B. Henderson, 1991, Princeton, NJ, Princeton University Press, xii + 247 pp. $32.50

Chan Insights and Oversights: an epistemological critique of the Chan tradition. Bernard Fauré, 1993, Princeton, NJ, Princeton University Press, ix + 322 pp. £45

Reason and Tradition in Indian Thought: an essay on the nature of Indian philosophical thinking. Jitendra Nath Mohanty, 1992, Oxford, Clarendon Press, 306 pp. £37.50

Avicenna. L. E. Goodman London, Routledge, 1992, xii + 240 pp. £12.99

Becoming Bamboo: Western and Eastern explorations of the meaning of life. Robert E. Carter, 1992, Montreal, McGill‐Queen's University Press, xvi + 224 pp. £22.95     

Dichotic listening ear asymmetry: Patterns of longitudinal development

Dichotic listening research with children has continued to be prevalent although numerous authors have described both theoretical and methodological limitations with traditional dichotic listening free-recall paradigms. The present research adds to this growing skepticism by reanalyzing two major longitudinal studies of children's ear asymmetries. These two studies, based in different countries (United States, Holland), utilized highly similar paradigms (free-recall digits), subjects (males), and age levels (kindergarten and second and fifth grade). The questions of ear advantage development, patterns of ear advantages, and the relationship between dichotic listening performance and reading skills are addressed from the multiple statistical methodologies represented in the literature. From these analyses, support for all of the major hypotheses regarding the developmental patterns of dichotic listening performances could be obtained from the same data samples. The use of traditional free-recall dichotic listening paradigms are not recommended for use with children. The implications for future research are discussed.     

The stress of coming out

To conclude, (1) although homosexuality has been recognized for hundreds of years, we still do not understand it completely. (2) This paper places emphasis on the process of individuation and gender-identity that takes place very early in childhood as the cause of homosexuality. (3) If the process is not completed properly, the individual's gender-identity will deviate from that of the vast majority of people. Homosexuality is, therefore, considered by me as a deviation from, rather than a variation of, human sexuality. (4) The degree of neurosis or psychosis associated with homosexuality or heterosexuality is not causal in nature, although the two are intimately intertwined. (5) The stress of coming out varies a great deal in intensity and depends on the degree of integration of the individual and the support given to him by his friends, associates, and family. (6) Although the last decade has brought about a greater acceptance of homosexuality than ever before, sufficient prejudice, ignorance, and fear remain to keep many homosexuals "in the closet." (7) Even today the disclosure of one's homosexuality threatens the individual with the loss of so many important aspects of his life, such as his job, his friends, and even his family, that there is little wonder that coming out of the closet poses such problems for so many homosexuals.     

Job satisfaction among students in work education programs

Data were collected from 1016 students in grades 9–14 from 50 work education programs. Data were also collected from 696 similar students who held part-time jobs but were not participating in work education programs. Participating students were significantly more satisfied with their jobs than were the nonparticipating students. Group atmosphere, availability of adult role models, meaningfulness of work roles, and availability of feedback accounted for much of the variation in job satisfaction among students.     

PICTORIAL DEPTH PERCEPTION IN SCOTTISH AND GHANAIAN CHILDREN

Published research employing the Hudson Test is critically examined, leading to the conclusion that differences in methods and procedures make direct comparisons of the outcome of different studies inappropriate. Some limitations of the test itself are pointed out, in particular the ignoring of chance expectations, failure to exclude the operation of response sets, and ambiguities about the scoring. Tentative generalizations emerging from previous research are summarized, and the object of the study is to verify them. A newly developed test of three-dimensional perception is described, which also consists of pictures but requires less reliance upon verbal instructions. Samples of 60 Scottish and 60 Ghanaian primary school children in classes 2, 4 and 6 were tested with both the Hudson and the new test. While results still indicated a significant cultural difference in the performance on both tests, Ghanaian children experienced much less difficulty with the new test and the gap between them and Scottish children was relatively small as compared with the Hudson Test result. It is concluded that measured ability to perceive pictorial depth is in considerable part a function of the specific method used for assessment, and that African shortcomings with regard to this ability have probably been exaggerated in the past.